EDD Talks

13/09/2026

The Transformation of Teacher-Student Relationships in AI-Mediated Learning Environments (A Literature Review) - Rustie O. Manzano, Doctoral Student at CCI G-SPACE presented during the G-SPACE Academic Conference (EdD108 Breakout Conference with EdD101, EdD115, and MAEd106) 12 Sept2026 G-SPACE ARC Nam Oli To

13/09/2026

Generative AI and the Transformation of Practical Wisdom in Doctoral Education - Given G. Pineda @ G-SPACE Academic Conference - EdD 101 Breakout Conference with EdD108, EdD115, MAEd106 under Dr. Manolito Bada Basilio Nam Oli To 12Sept2026.
This comprehensive literature review examined how generative AI fundamentally shifts how educational knowledge is created, shared, and validated, challenging traditional notions of practical wisdom in education doctorate programs. He emphasized the need to balance AI integration with human judgment and ethical decision-making, arguing that doctoral education must cultivate the capacity to discern when and how to appropriately deploy AI tools in scholarly practice. G-SPACE ARC

13/09/2026

G-SPACE Scholars Explore AI's Role in Reimagining Graduate Education and Scholarship

Doctoral students present literature reviews on artificial intelligence in higher education at G-SPACE academic conference
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Columban College, Inc., Olongapo City – The Graduate School for Professional Advancement and Continuing Education (G-SPACE) at Columban College, Inc. convened its EdD101 Course Academic Conference on Saturday, September 12, 2026, at the CCI G-SPACE Room, with doctoral scholars presenting literature review research on the critical issues, opportunities, and governance surrounding Artificial Intelligence (AI) in higher education.

Held under the theme "Reimagining Graduate Education and Scholarship in the Age of Artificial Intelligence (AI)," the conference featured plenary sessions at the Convery Hall followed by portfolio presentations in breakout sessions. Nine doctoral students presented their literature reviews, each addressing distinct dimensions of AI integration in education. The event was organized under the guidance of EdD101 Course Professor Dr. Manolito Bada Basilio.

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Presentation Highlights

Caroline E. Macalino opened the presentations with "Preparing Students for AI-Integrated Workplaces: Curriculum Design, Skill Development, and Career Readiness." Her literature review examined how curriculum design and pedagogical strategies can develop students' capabilities to work alongside AI, addressing both technical skills and the human capacities that AI cannot replace. She argued that higher education must proactively integrate AI-related competencies across disciplines to ensure graduate employability in an increasingly automated workforce.

Claire T. Ladringan followed with "The Generative AI Shift in Higher Education Assessment: A Multi-Perspective Synthesis of Ethical Risks, Pedagogical Innovations, Policy Variations, and Student Behaviors." Her comprehensive review analyzed how generative AI is reshaping assessment practices, highlighting ethical risks including academic dishonesty and algorithmic bias, alongside pedagogical innovations such as AI-assisted formative assessment. She examined policy variations across institutions and student behavioral adaptations, recommending alternative assessment methods and clear AI use guidelines.

Helen L. Paule presented "Policy Frameworks and Institutional Governance for Responsible AI Use in Higher Education." Her review examined existing institutional AI policies in Philippine higher education, identifying gaps in national-level guidance and proposing frameworks for responsible AI governance. She emphasized the need to balance innovation with academic integrity, data privacy, and equitable access, calling for CHED-level policy guidance to support institutional decision-making.

Shirley P. Manalo delivered "AI-Enhanced Learning Management Systems and Student Information Systems: Integration Frameworks and Readiness Assessment." Her review examined the convergence of LMS and SIS platforms enhanced by AI, offering opportunities for personalized learning pathways and predictive analytics. She discussed technical challenges, integration frameworks, and institutional readiness for AI-enhanced educational technology adoption, noting that Philippine HEIs vary significantly in their capacity to implement such systems.

Lovelyn M. Abay presented "Teacher Readiness and Professional Development for Human-Centered AI Integration in Higher Education." Her review identified faculty preparedness as the most significant obstacle to human-centered AI adoption, noting that educators express anxiety about AI replacing their roles, lack confidence in using AI tools pedagogically, and receive inadequate professional development. She called for comprehensive capacity-building programs, ongoing technical support, and institutional commitment to teacher agency in AI decision-making.

Jaymark Guinto Agostosa delivered "Student Perceptions, Attitudes and Ethical Concerns Regarding AI-Assisted Learning in Higher Education." His synthesis revealed a complex picture: students appreciate AI's potential for personalized learning, immediate feedback, and accessibility but simultaneously express concerns about academic integrity, over-reliance on AI, privacy, and the erosion of critical thinking skills. He underscored the need for ethical frameworks, AI literacy education, and policies that balance innovation with human development.

Celina Zaida S. Agojo presented "Natural Language Processing Applications in Philippine Education: Opportunities, Gaps, and Governance." Her literature review explored the current state of NLP adoption in Philippine educational settings, including automated writing assessment, conversational agents, and institutional analytics. She identified significant gaps in basic education contexts and highlighted ethical and governance considerations, calling for localized research and policy guidance to ensure responsible NLP deployment in Philippine schools and universities.

Given G. Pineda presented "Generative AI and the Transformation of Practical Wisdom in Doctoral Education." His review examined how generative AI fundamentally shifts how educational knowledge is created, shared, and validated, challenging traditional notions of practical wisdom in education doctorate programs. He emphasized the need to balance AI integration with human judgment and ethical decision-making, arguing that doctoral education must cultivate the capacity to discern when and how to appropriately deploy AI tools in scholarly practice.

Lesley-Anne R. Corcoro concluded the presentations with "Artificial Intelligence and Inclusive Education: Opportunities and Challenges for Diverse Learners." Her literature review explored how AI can support diverse learners, including students with disabilities, through personalized learning, assistive technologies, and Universal Design for Learning applications. She simultaneously addressed concerns about algorithmic bias, equitable access, and the digital divide, arguing that inclusive AI design principles are essential to ensure that technological advancements benefit all learners.

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Overall Synthesis

The nine literature reviews collectively revealed that AI integration in Philippine higher education is nascent but rapidly expanding, with accelerating interest in generative AI tools for teaching, assessment, and administrative tasks. However, a significant gap persists between enthusiasm and effective implementation, as most institutions lack formal AI policies, faculty training programs, and infrastructure to support systematic integration.

A recurring theme across the presentations was the centrality of human-centered design principles. The scholars consistently emphasized that AI in education must prioritize human needs, values, and agency rather than technological efficiency alone. Literature on Human-Centered AI (HCAI) and Universal Design for Learning (UDL) demonstrated that inclusive design, stakeholder engagement, algorithmic transparency, and attention to the digital divide are essential for ensuring AI benefits all learners.

Teacher readiness and professional development emerged as critical barriers to meaningful AI adoption. Multiple presentations highlighted that faculty anxiety, inadequate training, and lack of institutional support hinder the effective integration of AI in teaching and learning. The scholars called for comprehensive capacity-building programs that position teachers as agents—not merely recipients—of technological change.

Student perceptions, as synthesized across several reviews, present a complex picture of optimism and concern. While students appreciate AI's potential for personalized learning and accessibility, they simultaneously express worries about academic integrity, over-reliance on AI, privacy, and the erosion of critical thinking skills. This duality underscores the need for ethical frameworks and AI literacy education.

Finally, the presentations collectively identified a critical gap in Philippine-specific research and policy frameworks. Most available literature originates from developed countries, raising questions about contextual applicability. The scholars called for localized empirical studies, CHED-level policy guidance, and institutional frameworks that address ethical use, data privacy, academic integrity, and equitable access in Philippine higher education.

---

The EdD101 Course Academic Conference, utilizing the 3MP format (three-minute video presentation), served as a culminating activity for the course, providing doctoral scholars with a platform to demonstrate critical thinking, policy analysis, and scholarly communication skills. The event reinforced the Graduate School's commitment to research productivity and its mandate to integrate instruction, research, and publication as core components of doctoral formation.

As the conference concluded, Dr. Basilio reiterated the inquiries of Doctoral students contribute not only to their academic development but also to the broader project of transforming Philippine higher education for the better.

---

The EdD101 Course Academic Conference was organized by the Graduate School for Professional Advancement and Continuing Education (G-SPACE) at Columban College, Inc., under the theme "Reimagining Graduate Education and Scholarship in the Age of Artificial Intelligence (AI)."

---
Awards
EdD101 Issues and Perspectives in Higher Education
Best Presenters: Given, LOVELYN, JAYMARK
Best Three-Minute Video Presentation: Given

EdD108 Sociological Factors in Education
Best Presenters: rustie, given
Best Three-Minute Video Presentation: given

The awards for Best Paper and overall Best Portfolio are yet to be announced as thorough evaluation is currently on process.

10/09/2026

PISA Gains at the Margins: A Critical Reflection on the Sustainability of Philippine Basic Education Reforms

The Department of Education's (DepEd) announcement of the Philippines' "strongest performance" in the 2025 Programme for International Student Assessment (PISA) arrives as a much-needed narrative of hope. The reported gains: 20 points in Reading, 17 in Science, and 16 in Mathematics are statistically significant and a voucher to the collective efforts of educators, learners, and stakeholders . However, a critical examination of the celebrations, the accompanying budget discourse, and the structural realities of the Philippine education system reveals a more complex picture. The sustainability of these gains hinges not on the celebratory headlines, but on addressing deep-seated structural inequities and the subtle risk of complacency among the very personnel tasked with driving the reform.

A Closer Look at the "Strongest Performance"

The news from DepEd and the OECD is undeniably positive. The Philippines was lauded as one of the fastest-improving systems globally, particularly in Reading, where no country improved faster . The increase in the proportion of learners reaching Level 2 proficiency, the baseline level, is a critical indicator of foundational skill acquisition . This suggests that the much-touted "focus on the basics" and remediation measures are having a tangible impact.

However, it is crucial to contextualize these gains. While the Philippines improved, its scores of 367 (Reading), 371 (Math), and 373 (Science) remain significantly below the OECD averages of 476, 472, and 485, respectively . The country still trails by nearly 100 points in each domain. The "outranking" of 18 countries in Reading, as highlighted in the news, must be viewed with caution. Many of these are lower-income nations with their own unique educational challenges. The leap from being at the "dulong-dulo" (very bottom) to surpassing other lower-performing nations is a positive step, but it is not yet a leap into the ranks of high-performing systems. As OECD Director Andreas Schleicher noted, "the road to the world's most advanced school system is still very long" . The risk is that the narrative of "strongest performance" could obscure the immense work that remains.

Critical Reflection: The Sustainability of Programs and the "Kampante" Risk

The sustainability of these initial gains is the central question. The improvement is attributed to a confluence of factors: a focus on the basics, enhanced teaching time through administrative workload reduction, and the implementation of the ARAL Program (Academic Recovery and Accessible Learning) . The ARAL program, in particular, has been credited with creating a more effective learning environment through small-group instruction . For these programs to yield long-term results, they require sustained, predictable, and adequate funding.

Budget Allocation: A Foundation for Reform or a House of Cards?

The news article mentions DepEd's optimism about securing a funding boost, which is a positive signal. In fact, the 2026 national budget has been hailed as a landmark "education budget," with the sector receiving ₱1.38 trillion, representing a historic 4.5% of GDP . This allocation includes significant increases for classroom construction, textbooks, and the expansion of the School-Based Feeding Program .

However, a critical lens reveals potential vulnerabilities. First, the ARAL program, a key driver of the reported gains, saw its proposed budget for 2027 flagged for a reduction . This inconsistency between funding successful programs and then scaling them back is a major red flag for sustainability. Furthermore, DepEd's own "wish list" of P134.5 billion in unfunded priorities, including P10.2 billion for ARAL, highlights a stark gap between ambition and appropriated reality . The "historic" budget, while a milestone, may still be insufficient to address the massive structural backlogs, such as the 165,000-classroom shortage and the need for more non-teaching personnel .

The "Kampante" Factor and Personnel Sustainability

The risk of personnel, particularly teachers, becoming "kampante" (complacent) is a nuanced but significant threat. The celebratory rhetoric, coupled with tangible improvements like the 57% reduction in administrative paperwork and the promotion of 82,000 teachers, could inadvertently foster a sense of "mission accomplished" . If teachers perceive that the primary goal, improving PISA scores, has been met, the urgency to innovate and intensify remediation efforts for the most struggling learners may wane.

This risk is compounded by persistent on-the-ground realities. Despite the workload reduction, some teachers have expressed that their burden has not truly eased . The promised additional support personnel, 22,268 non-teaching positions, are a welcome development, but their deployment and effectiveness in truly freeing up teachers' time are yet to be fully proven . If teachers remain bogged down by non-teaching tasks despite the reforms, the "sacred" teaching time is still compromised, and the quality of instruction may plateau.

Factors in the Sustainability Equation

Positive Factors:
· Institutionalization: The ARAL program is now institutionalized under Republic Act No. 12028, providing a legal framework for its continuation .
· Whole-of-Society Approach: The successful collaboration between DepEd, private partners, and communities is a strength that can be leveraged for future initiatives .
· Focus on Teacher Welfare: Reforms aimed at reducing workload and increasing promotions, while imperfect, signal a recognition that teachers are the lynchpin of any educational improvement .

Negative Factors:
· Funding Volatility: The threat of budget cuts to successful programs like ARAL undermines the very foundation of the progress made .
· Unaddressed Structural Inequalities: The PISA data itself reveals deep inequities. The significant percentage of students in schools with inadequate learning materials (48%) and poor infrastructure (58%) indicates that the learning environment for a large portion of the student population remains subpar . Improvements for the average cannot mask the crisis for the marginalized.
· The Complacency Trap: As discussed, the narrative of success could reduce the political and administrative will to continue the difficult, long-term work required. The focus must shift from "outranking others" to "catching up to the best."
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The 2025 PISA results offer a genuine glimmer of hope and a vindication of recent reform efforts. However, they are a starting point, not a finish line. The journey toward a truly equitable and high-performing education system requires a relentless, long-term commitment. This means not only celebrating gains but critically analyzing their drivers and ensuring they are built upon a foundation of sustained investment, structural reform, and a culture of continuous improvement. The greatest danger is not failure, but complacency born of early, fragile success. The task for DepEd and its partners is to transform this "strongest performance" into the new baseline, and to ensure that the "sacred" teaching time and the promise of a better future reach every Filipino learner, regardless of their zip code.

//mbbasilio-10Sept2026

MANILA – The Philippines logged its strongest performance in the Programme for International Student Assessment (PISA) since its participation in 2018, outranking other participating countries in 2025 results, the Department of Education (DepEd) said on Tuesday. PISA is an international…

10/09/2026

G-SPACE Scholars Explore AI's Role in Reimagining Graduate Education and Scholarship

Doctoral students present literature reviews on artificial intelligence in higher education at G-SPACE academic conference
---
Columban College, Inc., Olongapo City – The Graduate School for Professional Advancement and Continuing Education (G-SPACE) at Columban College, Inc. convened its EdD101 Course Academic Conference on Saturday, September 12, 2026, at the CCI G-SPACE Room, with doctoral scholars presenting literature review research on the critical issues, opportunities, and governance surrounding Artificial Intelligence (AI) in higher education.

Held under the theme "Reimagining Graduate Education and Scholarship in the Age of Artificial Intelligence (AI)," the conference featured plenary sessions at the Convery Hall followed by portfolio presentations in breakout sessions. Nine doctoral students presented their literature reviews, each addressing distinct dimensions of AI integration in education. The event was organized under the guidance of EdD101 Course Professor Dr. Manolito Bada Basilio.

---

Presentation Highlights

Caroline E. Macalino opened the presentations with "Preparing Students for AI-Integrated Workplaces: Curriculum Design, Skill Development, and Career Readiness." Her literature review examined how curriculum design and pedagogical strategies can develop students' capabilities to work alongside AI, addressing both technical skills and the human capacities that AI cannot replace. She argued that higher education must proactively integrate AI-related competencies across disciplines to ensure graduate employability in an increasingly automated workforce.

Claire T. Ladringan followed with "The Generative AI Shift in Higher Education Assessment: A Multi-Perspective Synthesis of Ethical Risks, Pedagogical Innovations, Policy Variations, and Student Behaviors." Her comprehensive review analyzed how generative AI is reshaping assessment practices, highlighting ethical risks including academic dishonesty and algorithmic bias, alongside pedagogical innovations such as AI-assisted formative assessment. She examined policy variations across institutions and student behavioral adaptations, recommending alternative assessment methods and clear AI use guidelines.

Helen L. Paule presented "Policy Frameworks and Institutional Governance for Responsible AI Use in Higher Education." Her review examined existing institutional AI policies in Philippine higher education, identifying gaps in national-level guidance and proposing frameworks for responsible AI governance. She emphasized the need to balance innovation with academic integrity, data privacy, and equitable access, calling for CHED-level policy guidance to support institutional decision-making.

Shirley P. Manalo delivered "AI-Enhanced Learning Management Systems and Student Information Systems: Integration Frameworks and Readiness Assessment." Her review examined the convergence of LMS and SIS platforms enhanced by AI, offering opportunities for personalized learning pathways and predictive analytics. She discussed technical challenges, integration frameworks, and institutional readiness for AI-enhanced educational technology adoption, noting that Philippine HEIs vary significantly in their capacity to implement such systems.

Lovelyn M. Abay presented "Teacher Readiness and Professional Development for Human-Centered AI Integration in Higher Education." Her review identified faculty preparedness as the most significant obstacle to human-centered AI adoption, noting that educators express anxiety about AI replacing their roles, lack confidence in using AI tools pedagogically, and receive inadequate professional development. She called for comprehensive capacity-building programs, ongoing technical support, and institutional commitment to teacher agency in AI decision-making.

Jaymark Guinto Agostosa delivered "Student Perceptions, Attitudes and Ethical Concerns Regarding AI-Assisted Learning in Higher Education." His synthesis revealed a complex picture: students appreciate AI's potential for personalized learning, immediate feedback, and accessibility but simultaneously express concerns about academic integrity, over-reliance on AI, privacy, and the erosion of critical thinking skills. He underscored the need for ethical frameworks, AI literacy education, and policies that balance innovation with human development.

Celina Zaida S. Agojo presented "Natural Language Processing Applications in Philippine Education: Opportunities, Gaps, and Governance." Her literature review explored the current state of NLP adoption in Philippine educational settings, including automated writing assessment, conversational agents, and institutional analytics. She identified significant gaps in basic education contexts and highlighted ethical and governance considerations, calling for localized research and policy guidance to ensure responsible NLP deployment in Philippine schools and universities.

Given G. Pineda presented "Generative AI and the Transformation of Practical Wisdom in Doctoral Education." His review examined how generative AI fundamentally shifts how educational knowledge is created, shared, and validated, challenging traditional notions of practical wisdom in education doctorate programs. He emphasized the need to balance AI integration with human judgment and ethical decision-making, arguing that doctoral education must cultivate the capacity to discern when and how to appropriately deploy AI tools in scholarly practice.

Lesley-Anne R. Corcoro concluded the presentations with "Artificial Intelligence and Inclusive Education: Opportunities and Challenges for Diverse Learners." Her literature review explored how AI can support diverse learners, including students with disabilities, through personalized learning, assistive technologies, and Universal Design for Learning applications. She simultaneously addressed concerns about algorithmic bias, equitable access, and the digital divide, arguing that inclusive AI design principles are essential to ensure that technological advancements benefit all learners.

---

Overall Synthesis

The nine literature reviews collectively revealed that AI integration in Philippine higher education is nascent but rapidly expanding, with accelerating interest in generative AI tools for teaching, assessment, and administrative tasks. However, a significant gap persists between enthusiasm and effective implementation, as most institutions lack formal AI policies, faculty training programs, and infrastructure to support systematic integration.

A recurring theme across the presentations was the centrality of human-centered design principles. The scholars consistently emphasized that AI in education must prioritize human needs, values, and agency rather than technological efficiency alone. Literature on Human-Centered AI (HCAI) and Universal Design for Learning (UDL) demonstrated that inclusive design, stakeholder engagement, algorithmic transparency, and attention to the digital divide are essential for ensuring AI benefits all learners.

Teacher readiness and professional development emerged as critical barriers to meaningful AI adoption. Multiple presentations highlighted that faculty anxiety, inadequate training, and lack of institutional support hinder the effective integration of AI in teaching and learning. The scholars called for comprehensive capacity-building programs that position teachers as agents—not merely recipients—of technological change.

Student perceptions, as synthesized across several reviews, present a complex picture of optimism and concern. While students appreciate AI's potential for personalized learning and accessibility, they simultaneously express worries about academic integrity, over-reliance on AI, privacy, and the erosion of critical thinking skills. This duality underscores the need for ethical frameworks and AI literacy education.

Finally, the presentations collectively identified a critical gap in Philippine-specific research and policy frameworks. Most available literature originates from developed countries, raising questions about contextual applicability. The scholars called for localized empirical studies, CHED-level policy guidance, and institutional frameworks that address ethical use, data privacy, academic integrity, and equitable access in Philippine higher education.

---

The EdD101 Course Academic Conference, utilizing the 3MP format (three-minute video presentation), served as a culminating activity for the course, providing doctoral scholars with a platform to demonstrate critical thinking, policy analysis, and scholarly communication skills. The event reinforced the Graduate School's commitment to research productivity and its mandate to integrate instruction, research, and publication as core components of doctoral formation.

As the conference concluded, Dr. Basilio reiterated the inquiries of Doctoral students contribute not only to their academic development but also to the broader project of transforming Philippine higher education for the better.

---

The EdD101 Course Academic Conference was organized by the Graduate School for Professional Advancement and Continuing Education (G-SPACE) at Columban College, Inc., under the theme "Reimagining Graduate Education and Scholarship in the Age of Artificial Intelligence (AI)."

---
Awards
EdD101 Issues and Perspectives in Higher Education
Best Presenters: Given, LOVELYN, JAYMARK
Best Three-Minute Video Presentation: Given

EdD108 Sociological Factors in Education
Best Presenters: rustie, given
Best Three-Minute Video Presentation: given

The awards for Best Paper and overall Best Portfolio are yet to be announced as thorough evaluation is currently on process.

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The EdD101 Course Academic Conference
First Trimester, AY 2026-2027

The Graduate School for Professional Advancement and Continuing Education (G-SPACE) at Columban College, Inc. invites you to the EdD101 Course Academic Conference!

Join our doctoral scholars as they present their literature review research on critical issues, opportunities, and governance surrounding Artificial Intelligence in higher education.

Theme: Reimagining Graduate Education and Scholarship in the Age of Artificial Intelligence (AI)

📅 Date: September 12, 2026 (Saturday) 1:00 PM

📍 Venue: CCI G-SPACE Room

📚 Format: Course Conferences (Portfolio Presentations) in Breakout Sessions after the Plenary Session at the Convery Hall

PRESENTATION HIGHLIGHTS & SCHOLARS:

Generative AI and the Transformation of Practical Wisdom in Doctoral Education 👤 Given G. Pineda

Natural Language Processing Applications in Philippine Education: Opportunities, Gaps, and Governance: A Literature Review 👤 Celina Zaida S. Agojo

Student Perceptions, Attitudes and Ethical Concerns Regarding AI-Assisted Learning in Higher Education 👤 Jaymark Guinto Agostosa

AI-Enhanced Learning Management Systems and Student Information Systems: Integration Frameworks and Readiness Assessment 👤 Shirley P. Manalo

Preparing Students for AI-Integrated Workplaces: Curriculum Design, Skill Development, and Career Readiness 👤 Caroline E. Macalino

Policy Frameworks and Institutional Governance for Responsible AI Use in Higher Education 👤 Helen L. Paule

The Generative AI Shift in Higher Education Assessment: A Multi-Perspective Synthesis of Ethical Risks, Pedagogical Innovations, Policy Variations, and Student Behaviors 👤 Claire T. Ladringan

Artificial Intelligence and Inclusive Education: Opportunities and Challenges for Diverse Learners 👤 Lesley-Anne R. Corcoro

Teacher Readiness and Professional Development for Human-Centered AI Integration in Higher Education 👤 Lovelyn M. Abay

👨‍🏫 EdD101 Course Professor: Dr. Manolito Bada Basilio

"Research Today, Better Education Tomorrow."